Curriculum implementation for learners with special education needs : the case of selected inclusive and special schools in Zambia

Abstract

A curriculum is a mirror reflecting the identity, goals, aims and objectives of any nation. The kind of graduates a country has are a reflection of the type of curriculum and the success of any curriculum depends on the involvement of those who implement it. Teachers in particular are the ‘engine’ of curriculum success but can also be the architects of its downfall. Zambia launched the 2013 curriculum framework in January 2014. However, with a worldwide historical trend of discrimination against disability and to some extent against teachers of learners with disabilities, it was imperative to undertake this study to establish how the 2013 revised curriculum was being implemented in teaching Learners with Special Educational Needs in Zambia. Without knowledge of whether special education teachers were involved in the curriculum process or not, it was further imperative to study their involvement in the curriculum development process and its implementation. This study sampled one hundered and twenty (120) special education teachers, twelve (12) Education Standards Officers and two (2) Curriculum Specialists for special education. Questionnaires, interviews, checklists and teacher observations were used to collect data. Questionnaires were administered to special education teachers to collect data of their knowledge about and involvement in curriculum development process, the methods and strategies and the challenges they faced implementing the curriculum. Interviews were administered on Education Standards Officers and Curriculum Specialists for special education to establish their role the curriculum development process, their appreciation of the curriculum change, the challenges they and the teachers faced implementing the curriculum and how they helped to overcome the challenges. By using the observation checklist during lesson observation and post lesson discussions, the researcher managed to collect data about the actual experiences in natural settings – the classroom. The study employed the Convergent Parallel Mixed Methods Design. Quantitative data was analysed by use of the Statistical Package for Social Sciences (SPSS) to derive statistical interpretations such as frequencies, percentages, standard deviation, mean, significant differences and relationships. Qualitative data was analysed with the help of NVIVO qualitative data software to create themes by coding density and basic cross tabulations by node attribute values. Results were triangulated to come up with a consolidated conclusion. It was established that special education teachers were not involved in the CDP except at implementation and they were implementing the revised curriculum amidst numerous challenges. Lack of involvement in the curriculum development process was linked to special education teachers’ lack of understanding of key concepts necessary for curriculum implementation for LSENs. The study recommends a deliberative cycle of training of special education teachers in the revised curriculum as it relates to special education. The study further calls for the provision of necessary specialised and adapted materials for effective implementation of the revised curriculum.